Crenças sobre o conceito e o papel da avaliação no ensino de língua estrangeira em um contexto de formação inicial: um estudo de caso
Autor(a) principal: | |
---|---|
Data de Publicação: | 2005 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/9759 |
Resumo: | The aim of this study is to investigate the beliefs about evaluation of a prospective and practice teacher, as well as check up the relationship of these beliefs with her practice in the pedagogic process as a whole. Her teaching was developed in a Language Course in a public university implemented in an extensionist attempt. In order to accomplish this research, it was used the action research method which Thiollent (1999) defines as a kind of social research with empirical background accomplished through a problem diagnostic, the elaboration of action hypothesis and effective actions in a way that theory and practice can be associated, aiming at the problem solution or understanding. In this sense, researchers and peers together and cooperatively try to solve the problem. The research was developed in 3 phases: the pre-intervention phase was realized through an interview and a questionnaire to identify how the student-teacher represents herself as a student and what are her beliefs about teaching, learning and evaluation. The intervention phase comprised the classroom practice and study weekly meetings, resulting in one semester of this Language Course. The aim of the study meetings was to reflect about the student-teacher concepts and experiences about learning, teaching, and evaluation. Besides this, the meetings offered an opportunity to diagnose the problems and create action hyphothesis that were capable of softening or solving them, considering the specific theoretical support. The post-intervention phase was composed of an interview and a questionnaire to know the beliefs that changed and the ones that did not change. At the study end, the results suggest that the undergraduate teacher reflections indicate effective changes in the procedure evaluation aspects. But most of the time her concepts are still identified with the traditional paradigm which conceives the evaluation as an instrument to evidence the teacher and student tasks fulfillment, as a way to control the participation and engagement in class, and finally as a selection instrument. In this sense, it can be thought that a first step was given by the student-teacher towards a replacement of her concepts about the evaluative process, considering that several aspects of her behaviour have already been modified. |
id |
UFSM_69b68c437751986c7c0b2ef0cc0a2d72 |
---|---|
oai_identifier_str |
oai:repositorio.ufsm.br:1/9759 |
network_acronym_str |
UFSM |
network_name_str |
Biblioteca Digital de Teses e Dissertações do UFSM |
repository_id_str |
|
spelling |
2006-10-062006-10-062005-03-11FLAIN-FERREIRA, ângela Luzia. Beliefs about the concept and evaluation role in teaching English as a foreigh language in a prospective and practicing efl teachers context: a case study. 2005. 149 f. Dissertação (Mestrado em Letras) - Universidade Federal de Santa Maria, Santa Maria, 2005.http://repositorio.ufsm.br/handle/1/9759The aim of this study is to investigate the beliefs about evaluation of a prospective and practice teacher, as well as check up the relationship of these beliefs with her practice in the pedagogic process as a whole. Her teaching was developed in a Language Course in a public university implemented in an extensionist attempt. In order to accomplish this research, it was used the action research method which Thiollent (1999) defines as a kind of social research with empirical background accomplished through a problem diagnostic, the elaboration of action hypothesis and effective actions in a way that theory and practice can be associated, aiming at the problem solution or understanding. In this sense, researchers and peers together and cooperatively try to solve the problem. The research was developed in 3 phases: the pre-intervention phase was realized through an interview and a questionnaire to identify how the student-teacher represents herself as a student and what are her beliefs about teaching, learning and evaluation. The intervention phase comprised the classroom practice and study weekly meetings, resulting in one semester of this Language Course. The aim of the study meetings was to reflect about the student-teacher concepts and experiences about learning, teaching, and evaluation. Besides this, the meetings offered an opportunity to diagnose the problems and create action hyphothesis that were capable of softening or solving them, considering the specific theoretical support. The post-intervention phase was composed of an interview and a questionnaire to know the beliefs that changed and the ones that did not change. At the study end, the results suggest that the undergraduate teacher reflections indicate effective changes in the procedure evaluation aspects. But most of the time her concepts are still identified with the traditional paradigm which conceives the evaluation as an instrument to evidence the teacher and student tasks fulfillment, as a way to control the participation and engagement in class, and finally as a selection instrument. In this sense, it can be thought that a first step was given by the student-teacher towards a replacement of her concepts about the evaluative process, considering that several aspects of her behaviour have already been modified.Este trabalho tem por objetivo investigar as crenças a respeito de avaliação de uma professora-acadêmica de um curso de línguas, de uma universidade pública, implementado dentro de uma iniciativa extensionista, e a relação dessas crenças com a sua prática no processo pedagógico como um todo. Para a realização desta pesquisa, utiliza-se o método de pesquisa-ação, que Thiollent (1999) define como um tipo de pesquisa social, com base empírica, efetivada através do diagnóstico de um problema, do levantamento de hipóteses de ações e ações propriamente ditas, de modo que teoria e prática associem-se, objetivando a resolução ou o esclarecimento do problema encontrado, de forma conjunta e cooperativa, entre o pesquisador e o participante da situação problema. A pesquisa realizou-se em três fases. A fase de Pré-Intervenção, na qual foram feitos uma entrevista e um questionário com o objetivo de identificar como ela representa-se como aluna e quais as sua concepções a respeito do ensino, aprendizagem e avaliação. A fase de Intervenção, que se constitui da prática em sala de aula e de encontros semanais de estudo, totalizando um semestre do curso de extensão. O objetivo dos encontros era refletir sobre os conceitos e experiências de aprendizagem, ensino e avaliação da acadêmica, diagnosticar os problemas e hipotetizar ações capazes de amenizá-los ou solucioná-los com base na bibliografia da área. E a fase de Pós Intervenção, que se constituiu de entrevista e questionário para saber quais concepções mudaram e quais permanecem. Ao finalizar o trabalho, os resultados sugerem que as reflexões da acadêmica apontam para mudanças efetivas nos aspectos procedimentais da avaliação. Mas os seus conceitos, na maior parte do tempo, ainda se identificam com o Paradigma Tradicional, que concebe a avaliação como instrumento de comprovação da realização das tarefas de professor e aluno, como controle de participação ou engajamento tal qual se refere à acadêmica na última etapa e, finalmente, como instrumento de seleção. Desta forma, pode-se pensar que um primeiro passo foi dado pela professora-acadêmica em direção ao um reposicionamento dos seus conceitos a respeito do processo avaliativo, considerando que em vários aspectos a sua conduta já foi modificada.application/pdfporUniversidade Federal de Santa MariaPrograma de Pós-Graduação em LetrasUFSMBRLetrasAprendizagemEnsinoAvaliaçãoLetrasCNPQ::LINGUISTICA, LETRAS E ARTES::LETRASCrenças sobre o conceito e o papel da avaliação no ensino de língua estrangeira em um contexto de formação inicial: um estudo de casoBeliefs about the concept and evaluation role in teaching English as a foreigh language in a prospective and practicing efl teachers context: a case studyinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisRichter, Marcos Gustavohttp://lattes.cnpq.br/1817640663872249Paiva, Maria da Graça Gomeshttp://lattes.cnpq.br/4001452880341549Roth, Désirée Mottahttp://lattes.cnpq.br/1041903940850268http://lattes.cnpq.br/6554709594101084Ferreira, Angela Luzia Flain80020000000140050030050050021947eec-cd59-4d36-b1e6-7208d54edef51f56915b-0fb1-4fb5-a2b0-6728f092144ff367af04-416e-4e58-9934-9ba06968cedf52a38998-e19d-4571-be79-cc2c2812935dinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALdissetacao Angela.pdfapplication/pdf947570http://repositorio.ufsm.br/bitstream/1/9759/1/dissetacao%20Angela.pdfc2952e59c390ff8bc6f31362880b28f9MD51TEXTdissetacao Angela.pdf.txtdissetacao Angela.pdf.txtExtracted texttext/plain296317http://repositorio.ufsm.br/bitstream/1/9759/2/dissetacao%20Angela.pdf.txtfdb238ff32f71063865d480d468f075cMD52THUMBNAILdissetacao Angela.pdf.jpgdissetacao Angela.pdf.jpgIM Thumbnailimage/jpeg6187http://repositorio.ufsm.br/bitstream/1/9759/3/dissetacao%20Angela.pdf.jpgace36649b7e8e41deeddaa9a9925a4dfMD531/97592022-04-06 08:39:12.176oai:repositorio.ufsm.br:1/9759Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-04-06T11:39:12Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Crenças sobre o conceito e o papel da avaliação no ensino de língua estrangeira em um contexto de formação inicial: um estudo de caso |
dc.title.alternative.eng.fl_str_mv |
Beliefs about the concept and evaluation role in teaching English as a foreigh language in a prospective and practicing efl teachers context: a case study |
title |
Crenças sobre o conceito e o papel da avaliação no ensino de língua estrangeira em um contexto de formação inicial: um estudo de caso |
spellingShingle |
Crenças sobre o conceito e o papel da avaliação no ensino de língua estrangeira em um contexto de formação inicial: um estudo de caso Ferreira, Angela Luzia Flain Aprendizagem Ensino Avaliação Letras CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
Crenças sobre o conceito e o papel da avaliação no ensino de língua estrangeira em um contexto de formação inicial: um estudo de caso |
title_full |
Crenças sobre o conceito e o papel da avaliação no ensino de língua estrangeira em um contexto de formação inicial: um estudo de caso |
title_fullStr |
Crenças sobre o conceito e o papel da avaliação no ensino de língua estrangeira em um contexto de formação inicial: um estudo de caso |
title_full_unstemmed |
Crenças sobre o conceito e o papel da avaliação no ensino de língua estrangeira em um contexto de formação inicial: um estudo de caso |
title_sort |
Crenças sobre o conceito e o papel da avaliação no ensino de língua estrangeira em um contexto de formação inicial: um estudo de caso |
author |
Ferreira, Angela Luzia Flain |
author_facet |
Ferreira, Angela Luzia Flain |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Richter, Marcos Gustavo |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1817640663872249 |
dc.contributor.referee1.fl_str_mv |
Paiva, Maria da Graça Gomes |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4001452880341549 |
dc.contributor.referee2.fl_str_mv |
Roth, Désirée Motta |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/1041903940850268 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6554709594101084 |
dc.contributor.author.fl_str_mv |
Ferreira, Angela Luzia Flain |
contributor_str_mv |
Richter, Marcos Gustavo Paiva, Maria da Graça Gomes Roth, Désirée Motta |
dc.subject.por.fl_str_mv |
Aprendizagem Ensino Avaliação Letras |
topic |
Aprendizagem Ensino Avaliação Letras CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
The aim of this study is to investigate the beliefs about evaluation of a prospective and practice teacher, as well as check up the relationship of these beliefs with her practice in the pedagogic process as a whole. Her teaching was developed in a Language Course in a public university implemented in an extensionist attempt. In order to accomplish this research, it was used the action research method which Thiollent (1999) defines as a kind of social research with empirical background accomplished through a problem diagnostic, the elaboration of action hypothesis and effective actions in a way that theory and practice can be associated, aiming at the problem solution or understanding. In this sense, researchers and peers together and cooperatively try to solve the problem. The research was developed in 3 phases: the pre-intervention phase was realized through an interview and a questionnaire to identify how the student-teacher represents herself as a student and what are her beliefs about teaching, learning and evaluation. The intervention phase comprised the classroom practice and study weekly meetings, resulting in one semester of this Language Course. The aim of the study meetings was to reflect about the student-teacher concepts and experiences about learning, teaching, and evaluation. Besides this, the meetings offered an opportunity to diagnose the problems and create action hyphothesis that were capable of softening or solving them, considering the specific theoretical support. The post-intervention phase was composed of an interview and a questionnaire to know the beliefs that changed and the ones that did not change. At the study end, the results suggest that the undergraduate teacher reflections indicate effective changes in the procedure evaluation aspects. But most of the time her concepts are still identified with the traditional paradigm which conceives the evaluation as an instrument to evidence the teacher and student tasks fulfillment, as a way to control the participation and engagement in class, and finally as a selection instrument. In this sense, it can be thought that a first step was given by the student-teacher towards a replacement of her concepts about the evaluative process, considering that several aspects of her behaviour have already been modified. |
publishDate |
2005 |
dc.date.issued.fl_str_mv |
2005-03-11 |
dc.date.accessioned.fl_str_mv |
2006-10-06 |
dc.date.available.fl_str_mv |
2006-10-06 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
FLAIN-FERREIRA, ângela Luzia. Beliefs about the concept and evaluation role in teaching English as a foreigh language in a prospective and practicing efl teachers context: a case study. 2005. 149 f. Dissertação (Mestrado em Letras) - Universidade Federal de Santa Maria, Santa Maria, 2005. |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/9759 |
identifier_str_mv |
FLAIN-FERREIRA, ângela Luzia. Beliefs about the concept and evaluation role in teaching English as a foreigh language in a prospective and practicing efl teachers context: a case study. 2005. 149 f. Dissertação (Mestrado em Letras) - Universidade Federal de Santa Maria, Santa Maria, 2005. |
url |
http://repositorio.ufsm.br/handle/1/9759 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
800200000001 |
dc.relation.confidence.fl_str_mv |
400 500 300 500 500 |
dc.relation.authority.fl_str_mv |
21947eec-cd59-4d36-b1e6-7208d54edef5 1f56915b-0fb1-4fb5-a2b0-6728f092144f f367af04-416e-4e58-9934-9ba06968cedf 52a38998-e19d-4571-be79-cc2c2812935d |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Letras |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
BR |
dc.publisher.department.fl_str_mv |
Letras |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações do UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Biblioteca Digital de Teses e Dissertações do UFSM |
collection |
Biblioteca Digital de Teses e Dissertações do UFSM |
bitstream.url.fl_str_mv |
http://repositorio.ufsm.br/bitstream/1/9759/1/dissetacao%20Angela.pdf http://repositorio.ufsm.br/bitstream/1/9759/2/dissetacao%20Angela.pdf.txt http://repositorio.ufsm.br/bitstream/1/9759/3/dissetacao%20Angela.pdf.jpg |
bitstream.checksum.fl_str_mv |
c2952e59c390ff8bc6f31362880b28f9 fdb238ff32f71063865d480d468f075c ace36649b7e8e41deeddaa9a9925a4df |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
_version_ |
1791086178832744448 |